Reflection: Connection to Prior Knowledge Comparing Fractions Using a Number Line - Section 3: Concept Development


As you can see in this lesson reflection, this lesson had some challenges.  Getting students, and myself, to draw equally divided spaces on a number line can be quite challenging.  Because this is challenging, this will be great conversation topic for my students and I when I present a future lesson in how to find common denominators and numerators. Modeling odd numbers on a number line is difficult for students because they can't mark the half and identify it as a fraction on their number line.  For example if students are placing 5/9 on a number line, this is more difficult because half of 9 is 4.5 which doesn't help them place 5/9 as easily, or draw equally divided spaces. Whereas if they were to place 6/10 on a number line, my students can easily identify 5/10 is half and then from there draw equally (as best they can) divided spaces to place the 6/10.

One way to make this easier and to change this lesson would be to have number lines available with different fractions already marked.  Students would be able to identify which was greater, however, students would not then be able to practice this modeling skill themselves. 


  Modeling doesn't always work!
  Connection to Prior Knowledge: Modeling doesn't always work!
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Comparing Fractions Using a Number Line

Unit 6: Fraction Equivalents and Ordering Fractions
Lesson 8 of 14

Objective: SWBAT compare fractions with different denominators by using number lines.

Big Idea: This lesson builds towards students ability to compare fractions by creating common denominators or numerators - 4.NF.2

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